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This article examines the short-term educational and personal consequences of youth employment and develops a conceptual distinction between time-allocation and socialization effects. Results demonstrate that much of the adverse effect of youth employment on academic outcomes (grades and time spent on homework) found in previous research is attributable to preexisting differences among youth who elect to work at various intensities. The findings also reveal a positive time-allocation effect of youth employment: the more youth work, the more they decrease the time they spend watching television relative to other students. The article discusses the implications of these findings for longer-term stratification.
Social Forces is a journal of social research highlighting sociological inquiry but also exploring realms shared with social psychology, anthropology, political science, history, and economics. The journal's intended academic readers include sociologists, social psychologists, criminologists, economists, political scientists, anthropologists, and students of urban studies, race/ethnic relations, and religious studies.
Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide. OUP is the world's largest university press with the widest global presence. It currently publishes more than 6,000 new publications a year, has offices in around fifty countries, and employs more than 5,500 people worldwide. It has become familiar to millions through a diverse publishing program that includes scholarly works in all academic disciplines, bibles, music, school and college textbooks, business books, dictionaries and reference books, and academic journals.
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Social Forces